School CUTUD ELEMENTARY SCHOOL Grade Four

Teacher KATHRINA A. AYSON Learning Area MATHEMATICS

GRADE 4 Week/Teaching Date November 27 – December 01, 2017 Quarter Third Quarter
Daily Lesson Log Time Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
I. OBJECTIVES Demonstrates understanding of concepts of continuous and repeating patterns and number sentences

A. Content Standards

B. Performance Objective Identify the missing element in a pattern and number sentence
C. Learning Competencies/ Determine the missing Determine the missing term/terms Find the missing number in an Find the missing number in an
Objectives term/terms in a sequence of in a sequence of numbers (even or equation involving properties of Bonifacio Day equation involving properties of
( Write the LC code for each) numbers (even or odd numbers odd numbers operations operations
Determine the missing Determine the missing term/terms M4AL-III-E-13 M4AL-III-E-13
term/terms in a sequence of in a sequence of numbers (multiples
numbers (multiples of a number of a number or factors of a
or factors of a number), etc. number), etc.
M4AL-IIIe-5 M4AL-IIIe-5
Determining the Missing Term/s Determining the Missing Term/s in a Finding the Missing Number in an Finding the Missing Number in an
CONTENT in a Sequence of Numbers Sequence of Numbers Equation Equation

( Subject Matter)

I. LEARNINGRESOURCES
A. References
1. Teachers Guide pages 223 – 226 223 – 226 226 – 229 226 – 229
2. Learners Material Pages 168 – 170 168 – 170 171 - 172 171 - 172
B. Other Learning Resources Illustrations/drawing of patterns Illustrations/drawing of patterns Flashcards, chart Flashcards, chart
II. PROCEDURES
A. Reviewing past lesson or -Have a drill on skip counting by -Review the lesson through Give the drill. Review the previous lesson
Presenting the new lesson 2s, 3, etc. answering the assignment. 1. 5 + ____ = 55 discussed. Answer the assignment.
-Review odd and even numbers, 2. ___ - 12 = 30
multiples and factors of a number 3. 24 ÷ ____ = 2
4. 15 X 3 = ______
5. 3 + ____ + 5 = 15
Have a review on identifying the
properties of operation.
What property is expressed in the
following equation?
1. 0 X 1 = 0
2. 2 X 3 = 3 X 2
3. 2 + (4 + 5)
Give more items.
 B. Establishing a purpose of the -Fill in the missing shapes or Give the exercises below as a group Do you know of a classmate having Briefly discuss what an equation is.
new lesson numbers. activity. difficulty in doing his/her homework?
1. 15,20,25,___,35, ___ What will you do if he/she asks help
2. 27,31,__,39,___,47,51 from you? (Elicit from the pupils the
3. 100,90,___,70,___50 value of helpfulness)
4. 73,67,61,___,49,___,37
7, 9, 11 ___, 15 5. 22,25,28,31,___,___,40
1K, 2J, 3L, ____, ____, 6F
C. Presenting Examples/ Look at the sequence of Ask the pupils to present and Present this problem. Let pupils answer Get Moving on
instances of the new lesson numbers. discuss their answers. Rafael is tasked to find the page 171-172, LM in Math 4
7, 10, _?_, 16, _?_ Ask them: How did you get the missing number in the
What are the missing terms? missing term in each sequence of following equations. He had
numbers? already tried to find the
missing numbers for almost
an hour but still he cannot
find it.
1) 12+24+34 = 34+12+_
2)2X(15+20)=(__X15)+(2X___
)
3. 8 X 7 = ____ X 8
4) 24 + __ = 5 + 35
5) (16X5)X4=8 X(__ X 4)

D. Discussing new concepts Present this situation to the class. Discuss the presentation under Who is assigned to do the work? What Let pupils play “Let’s go fishing”.
and practicing new skills Explore and Discover, page 166 of is the task of Rafael? What can we do (Teacher will prepare equations
Mr. Villaflor presented
no.1. LM Math Grade 4. so we can help him? Can you give with missing numbers written in a
these number patterns to
advice to Rafael so that he can find the fish-shaped cartolina to be put in a
his Math class.
numbers needed to complete the bowl/container)
a. 3,6,9, ___
equations? Call pupils one at a time to give the
b. 4,8,12,16, ___ answer to the equation with missing
numbers.
-What do you think are the
missing terms in a? What about
in b?
E. Discussing new concepts -How were you able to guess the Do Get Moving on LM p 169. Let’s help Rafael find the missing Instruct pupils to do the Keep
and practicing new skills missing numbers/terms? numbers. Let pupils work by pairs. Let Moving on page 172, LM. Make it a
no.2 -Give another similar example the pupils show and explain their group activity.
and ask the same question. findings.
F. Developing Mastery Conduct a contest on Let pupils do the Keep Moving on Did you have a hard time finding the Following the same groupings, tell
(Leads to Formative Assessment 3.) determining the missing terms. LM p170. missing numbers? Were you able to the pupils to make sample
help Rafael? How did you help Rafael? equations with missing numbers.
Then let the other group answer the
equations they have constructed.
G. Finding practical application Group pupils into 6. Give Do Apply Your Skills on LM p. 170. Have a further discussion through the Do Apply Your Skills on LM p. 172
of concepts and skills in daily exercises on determining missing presentation under Explore and
living terms. Discover on page 169, LM Math Grade
 4.
H. Making Generalization and -What do you call each number in Lead pupils in generalizing by What is an equation? What is an equation?
abstraction about the lesson the sequence? (Terms) asking: What should you remember in finding How will you make each equations
-What is a list of numbers -How do you find the missing terms the missing numbers in an equation? correct?
arranged in a row called? in a number sequence? Is there a need to evaluate an
(Number Sequence) (To find the missing term, use the equation?
difference between terms.)
I. Evaluating learning Find the missing terms. Find the missing terms in the given Find the missing number in each Supply the missing terms in the
1. 33, 34, 35, ____ number sequences. equation below. equations below.
2. 22, 24, 26, 28, ____ 1. 33,35,___,39,___,43 1. ___+8=12+7 1. 3+15+57=___+3+57
3. 15, 12. 8, ____, ____ 2. 41,___,51,___56,___66 2. 24-___ = 10 + 5 2. 5X(8+9)=(__X8)+(__x9)
4. 10, 12, 16, 18, ___ ___ 3. 6,7,9,___,16,___,27 3. 36÷4=____X3 3. (5X1)X(10x3)=(3x5)x (___x1)
5. 25, 24, ___, 19, ___, 10 4. 77,74,___,68,___62 4. 16X___=36+2 4. 69+___=____+111
5. 25,24,___,19,____,10 5. 9X___=5X____ 5. ___x30=15x____
J. Additional activities for Find the missing terms. Let pupils do the Home Activity on Answer Home Activity Remediation, Give the Enrichment Activity on
application and remediation 1. 5, 10, 15, 20, ___, ____ TG pp. 225 and 226. page 228, TG. page 229 of TG in Math 4.
2. 1, 2, 4, 7, ____, ____
3. 24, 20, 16, 12, ____, ____
4. 6, 7, 9, ____, 16, ___, 27
5. 35, 38, ___, 44, ___, 50
V.REMARKS

VI.REFLECTION

A. No. of learners who GS- GS- GS- GS- GS-

earned 80% in the JR- JR- JR- JR- JR-
evaluation
MA- MA- MA- MA- MA-
B. No. of learners who GS- GS- GS- GS- GS-
require additional JR- JR- JR- JR- JR-
activities for
MA- MA- MA- MA- MA-
remediation who
scored below 80%

C. Did the remedial GS- GS- GS- GS- GS-

lessons work? No. JR- JR- JR- JR- JR-
of learners who
MA- MA- MA- MA- MA-
have caught up
with the lesson

D. No. of learners who GS- GS- GS- GS- GS-

continue to require JR- JR- JR- JR- JR-
remediation
MA- MA- MA- MA- MA-
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
did these work?
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
 ___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
I encounter which __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
my principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
supervisor can help
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
did I use/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
share with other used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
teachers? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures

Paaralan CUTUD ELEMENTARY SCHOOL Antas Four

Guro JAYCEL M. TELMO Asignatura Araling Panlipunan
 GRADE 4 Petsa November 27 – December 01, 2017 Quarter Third Quarter
Oras: Binigyang pansin ni :
Daily Lesson Log

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
I. LAYUNIN
A. Pamantayang Pangnilalaman Naipapamalas ang pang-unawa sa bahaging ginampanan ng pamahalaan sa lipunan, mga pinuno at iba pang naglilingkod sa pagkakaisa, kaayusan at kaunalaran ng bansa
B. Pamantayan sa Pagganap Naipapaliwanag ang tungkulin ng pamahalaan na itaguyod ang karapatan ng mamamayan
C. Mga Kasanayan sa Pagkatuto 1. Nasasabi ang kahulugan ng 1. Nasasabi ang kahulugan ng 1. Naiisa-isa ang simbolo at sagisag ng 1. Naiisa-isa ang simbolo at sagisag
Isulat ang code ng bawat kasanayan mabuting pamumuno mabuting pamumuno kapangyarihan ng pamahalaan Bonifacio day ng kapangyarihan ng pamahalaan
2. Natatalakay ang epekto ng 2. Natatalakay ang epekto ng 2. Natatalakay ang kahulugan ng ilang 2. Natatalakay ang kahulugan ng
mabuting pamumuno sa mabuting pamumuno sa pagtugon simbolo at sagisag ng kapangyarihan ilang simbolo at sagisag ng
pagtugon sa pangangailangan ng sa pangangailangan ng bansa ng pamahalaan kapangyarihan ng pamahalaan
bansa 3. Nasasabi ang kahalagahan ng AP4PAB-IIId-5 AP4PAB-IIId-5
3. Nasasabi ang kahalagahan ng isang mabuting pinuno o lider
isang mabuting pinuno o lider AP4PAB-IIId-4
AP4PAB-IIId-4
II. NILALAMAN Epekto ng Mabuting Pamumuno Epekto ng Mabuting Pamumuno sa Ang Kahulugan ng mga Simbolo at Ang Kahulugan ng mga Simbolo at
sa Pagtugon sa mga Pagtugon sa mga Pangangailangan Sagisag ng Kapangyarihan ng Sagisag ng Kapangyarihan ng
Pangangailangan ng Bansa ng Bansa Pamahalaan Pamahalaan
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro T. G. pp. 120-122 T. G. pp. 120-122 T.G. pp. 122-124 T.G. pp. 122-124
2. Mga Pahina sa Kagamitang Pang- L. M. pp. 262-267 L. M. pp. 262-267 L.M. pp. 268-272 L.M. pp. 268-272
Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang Kagamitang Panturo Lapis, bond paper, krayola Lapis, bond paper, krayola Mga larawan, lapis, papel, krayola, Mga larawan, lapis, papel, krayola,
powerpoint presentation powerpoint presentation bond paper bond paper
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o Ano ang ibig sabihin ng check and Ano ang epekto ng mabuting Anu-ano ang mga epekto ng mabuting Ano ang kaibahan ng simbolo sa
pagsisimula ng bagong aralin balance o pagsusuri at pamumuno sa pagtugon sa pamumuno sa iba’t ibang serbisyo ng sagisag?
pagbabalanse ng kapangyarihan? pangangailangan ng bansa? pamahalaan?
 Kalusugan
 Kalakalan
 Kabuhayan
B. Paghahabi sa layunin ng aralin Magpalaro ng Marching Drill. Magpalaro ng Marching Drill. Hatiin Ipalaro ang Egg Hunting. Sa larong ito, Ipalaro ang Egg Hunting. Sa larong
Hatiin ang klase sa apat na ang klase sa apat na pangkat. Pipili maghanda ng mga simbolong ito, maghanda ng mga simbolong
pangkat. Pipili ang bawat pangkat ang bawat pangkat ng kanilang gagamitin. Nakasulat sa bawat gagamitin. Nakasulat sa bawat
ng kanilang lider. lider. simbolo ang mga paliwanag kung simbolo ang mga paliwanag kung
paano mo makikita o mapupuntahan paano mo makikita o
ang kinalalagyan ng mga itlog. mapupuntahan ang kinalalagyan ng
mga itlog.
C. Pag-uugnay ng mga halimbawa sa Paano kayo nagplano ng inyong Paano kayo nagplano ng inyong Itanong: Itanong:
bagong aralin gawain? gawain? a. Paano ninyo nakita ang mga itlog sa a. Paano ninyo nakita ang mga itlog
 Paano ninyo ito naisakatuparan? Paano ninyo ito naisakatuparan? kanilang kinalalagya? sa kanilang kinalalagya?
b. Sinunod ba ninyo nang tama ang b. Sinunod ba ninyo nang tama ang
mga paliwanag na nakasulat sa mga paliwanag na nakasulat sa
simbolo? simbolo?
D. Pagtatalakay ng bagong konsepto at Ilahad ang aralin gamit ang mga Ilahad ang aralin gamit ang mga Ilahad ang aralin gamit ang mga susing Ilahad ang aralin gamit ang mga
paglalahad ng bagong kasanayan susing tanong sa Alamin Mo sa susing tanong sa Alamin Mo sa LM, tanong sa Alamin Mo sa LM, p. 268 susing tanong sa Alamin Mo sa LM,
#1 LM, p. 262 p. 262 p. 268
E. Pagtalakay ng bagong konsepto at Ipabasa ang Alamin Mo, LM, pp. Ipabasa ang Alamin Mo, LM, pp. Magdaos ng kaunting katanungan o Magdaos ng kaunting katanungan o
paglalahad ng bagong kasanayan #2 262-264. 262-264. palitan ng kuru-kuro kaugnay ng mga palitan ng kuru-kuro kaugnay ng
tanong. mga tanong.
Bigyan-diin ang sagot ng mga Bigyan-diin ang sagot ng mga bata  Ano ang simbolo?  Ano ang simbolo?
bata na angkop sa aralin. na angkop sa aralin.  Ano ang tinatawag na sagisag?  Ano ang tinatawag na sagisag?
 Paano nagkaroon ng ugnayan ang  Paano nagkaroon ng ugnayan
dalawang ito? ang dalawang ito?
F. Paglinang sa Kabihasnan Ipagawa ang mga gawain sa Ipagawa ang mga gawain sa Gawin Ipagawa ang Gawin Mo sa LM, ph. 271 Ipagawa ang Gawin Mo sa LM, ph.
(Tungo sa Formative Assessment) Gawin Mo sa LM, pp. 265-266 Mo sa LM, pp. 265-266 271
G. Paglalapat ng aralin sa pang-araw- Ano ang mabuting pamumuno? Ano ang kahalagahan ng isang Talakayin isa-isa ang mga gawaing Talakayin isa-isa ang mga gawaing
araw na buhay mabuting pamumuno? isinagawa ng mga mag-aaral. isinagawa ng mga mag-aaral.
H. Paglalahat ng Aralin Bigyang-diin at pansin ang Bigyang-diin at pansin ang Bigyang-diin ang kaisipan sa Tandaan Bigyang-diin ang kaisipan sa
mahahalagang kaisipan sa mahahalagang kaisipan sa Tandaan Mo p. 259 ng LM Tandaan Mo p. 259 ng LM
Tandaan Mo sa LM, p.254 Mo sa LM, p.254
I. Pagtataya ng Aralin Gawin ang mga sumusunod: Gumawa ng sariling sagisag at
1. Kopyahin ang bituin sa papel. lapatan ito ng kaukulang simbolo.
Isulat sa loob ng bituin ang Ipaliwanag ang kahulugan ng nabuo
pangalan ng kilala mong lider. mong sagisag. Gawin ito sa papel.
2. Isulat sa loob ng kahon ang mga
programa at proyektong ipinatupad
n glider na isinulat mo.
3. Sumulat ng isang pangungusap na
naglalahad ng epekto ng mga
programa o proyektong ipinatupad
ng lider.
J. Karagdagang Gawain para sa
takdang-aralin at remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80% GS- GS- GS- GS- GS-
sa pagtataya.
JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
B. Bilang ng mga-aaral na nangangailangan GS- GS- GS- GS- GS-
ng iba pang gawain para sa remediation
JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
C. Nakatulong ba ang remediation? Bilang GS- GS- GS- GS- GS-
ng mag-aaral na nakaunawa sa aralin.
JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
D. Bilang ng mga mag-aaral na GS- GS- GS- GS- GS-
magpapatuloy sa remediation
JR- JR- JR- JR- JR-
 MA- MA- MA- MA- MA-
E. Alin sa mga istratehiyang pagtuturo ang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
nakatulong ng lubos? Paano ito __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking naranasan na Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
nasolusyunan sa tulong ng aking __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
punungguro at superbisor? kagamitang panturo. kagamitang panturo. panturo. panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga
bata. bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga bata
bata __Kakulangan sa Kahandaan ng mga lalo na sa pagbabasa. lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
__Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng
__Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya
makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan

G. Anong kagamitan ang aking nadibuho na __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
nais kong ibahagi sa mga kapwa ko guro? presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
__Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
__Instraksyunal na material
 School CUTUD ELEMENTARY SCHOOL Grade Four
GRADE 4 Teacher MICHELLE R. POBLETE Learning Area MAPEH
Week/Teaching Date November 27 – December 01, 2017 Quarter Third Quarter
Daily Lesson Log
Oras Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
a. Nakalilikha ng mga
a. Nakabubuo ng isang kombinasyon ng kilos na
disenyong paglilimbag (relief ginagamitan ng dalawa o higit
master) sa pamamagitan ng pang kilos.
Nakikilala ang kaibahan ng
pagdaragdag at pagbabawas na b. Naisasagawa nang wasto ang
vocal at instrumental na Nailalarawan ang mga maling
pamamaraan. mga nilikhang kilos nang may
tunog sa pamamagitan ng paggamit at pag-abuso sa gamot
I. OBJECTIVES (additive and subtractive Bonifacio Day tiwala sa sarili.
pakikinig ng mga awit o *Pagsandig (Dependency)
processes) c. Naisasagawa ang mga
tugtugin para sa solo, duet, *Adiksiyon (Addiction)
b. Napahahalagahan ang hakbang na gumagamit ng mga
trio, at pangkatan.
kasanayan sa paggamit ng iba't- nilikhang kilos.
ibang bagay sa paglilimbag ng d. Naipakikita ang kasiyahan sa
disenyong nagkakaisa. pakikilahok at wastong pag-
iingat sa likhang-galaw.

The learner demonstrates

The leaner demonstrates
understanding of lines, texture, The learner demonstrates The learner demostrates
understanding of variations of
and shapes; and balance of size understanding of the proper use understanding of participation
A. Content Standards sound in music (lightness and
and repetition of of medicines to prevent misuse and assessment of physical
heaviness) as applied to vocal
motifs/patterns through and harm to the body. activity and physical fitness.
and instrumental music.
drawing.

The learner participates

The learner creates a unique
actively in a group The learner participates and
design of houses, and other The learner practices the proper
performance to demonstrate assesses performance in physical
household objects used by use of medicines.
different vocal and activities.
cultural groups.
B. Performance Standards instrumental sounds.

The learners distinguishes The learner shares ideas about The learner describes ways on The learner recognizes the value
vocal and instrumental the practices of the different how medicines are misuse and of participation in physical
sounds. cultural communities. abused. activities. PE4PF-IIIb-h-19
MU4TB-IIIe-1 A4PR-IIIe H4S-IIIc-d-3
C. Learning
Competencies/Objectives
 Write the LC code for each

Aralin 4: Ang Iba't-ibang

Tunog Aralin 4 : Paggawa ng
Aralin 4: Rhythmic
Variations of Sound Makasining na Dibuho Gamit Aralin 4: Gamot Huwag Abusuhin
Interpretation
Vocal/Instrumental ang Relief Master o Mold Upang Sakit Hindi Danasin
 II. CONTENT Assessment of physical activities
Elements Medicine Misuse and Abuse
and physical fitness.
Lines, Colors, Shapes

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages 104-108 276-279 168-173 54-56
2. Learner's Materials pages 78-81 220-223 344-350 143-148
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning Resources

IV. PROCEDURES

Pagsasanay Pang-araw araw na gawain

A. Reviewing previous lesson
or Rhythmic/Tonal Noong isang Linggo ay gumuhit Balik-aralan ang tungkol sa see TG p. 54
kayo ng disenyo. Ano-anong
presenting the new lesson balik-aral mga maling paggamit ng gamot. Balik a-ral

hugis at kulay ang ginamit

see TG p. 104-106 ninyo? see Tg p. 169 see TG p. 54

Ngayon tatalakayin natin ang Ngayon ay natatalakayin natin

 B. Establishing a purpose for the Ano kaya ang mangyayari kung
lesson tungkol sa iba't-ibang ang tungko sa paggawa ng hindi Paano pa malilinang ang
tunog makasinging ng dibuho gamit iinumin ng wasto ang gamot? koordinasyon ng katawan?
ang

relief master o mold.

Pagganyak Ipagawa ang Sumunod,Magmasid Tingnan ang larawan sa

C. Presenting see TG p.95 106-107 Pagganyak Para iwas Pinsala (Pag-usapan LM p. 143 at
examples/instances of Natin)
the new lesson Panimula see TG p. 277 see TG p. 169/see LM p. 344 pag-usapan ito.

see LM p. 78 Magtanong tungkol sa larawan.

Paglalahad Paglalahad Pag-aralan Natin Panimulang Gawain

D. Discussing new concepts and see TG p. 107 see TG p. 277 see TG p. 169-170 see TG p. 55
practi-
cing new skills #1 Gawin Natin/Gawain 1 Alamin Pag-aralan Natin Simulan Natin see LM p. 144

see LM p. 78 see LM p. 220 see LM p. 345-346 Pag-usapan ito.

Gawain 2 Gawaing Pansining Ipagawa ang Bawal ang Sobra Panlinang na Gawain
E. Discussing new concepts and see LM p. 79- 80 see TG p. 278 see TG p. 171/ LM p. 347-348 see TG p. 55
practi-
cing new skills #2 Pagtalakay Gawin Sagutan ang tanong Ipagpatuloy Natin

see TG p. 107 see LM p. 221 see TG p. 172LM p. 348 see LM p. 145

Paglalapat Paglalapat
 F. Developing mastery see TG p. 108 Pagpapalalim sa Pag-unawa Pagsikapan Natin see TG p. 55-56
(Leads to Formative
Assessment 3) Gawain 3 see TG p. 278 see TG p. 172/LM p. 348 Gawin Natin

see LM p. 80 see LM p. 146

Pagyamanin Natin Paano pa ninyo mapapaunlad

G. Finding practical applications
of Paano o makikilala ang Anong katangian ang ipinakita see Tg p. 172 ang antas ng inyong
concepts and skills in daily living pagkakaiba ng boses at mo ngayon? see LM p. 349 physical fitness?

instrumento ng awitin?

Paglalahat Paglalahat Paglalagom

H. Making generalizations and
abs- see TG p. 107 see TG p. 278 Paano maiiwasan ang pag-abuso see TG p. 56
tractions about the lesson Isaisip Natin Tandaan sa gamot? Tandaan

see TLM p. 80 see LM p. 222 see LM p. 147

see TG p. 279 Kaya Natin see TG p. 56

I. Evaluating learning see TG p. 108 Suriin see TG p. 172 Suriin Natin
see LM p. 81 see LM p. 222-223 see LM p. 349 see LM p. 147
J. Additional activities for
application or remediation paborito mong mang-aawit at Pagnilayan Natin Pagbutihin Natin
isang larawan ng paborito
mong see TG p. 173 see LM p. 148
 instrumento,idikit sa bond
paper. see LM p. 350
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80%
sa pagtataya.
B. Bilang ng mga-aaral na nangangailangan
ng iba pang gawain para sa remediation
C. Nakatulong ba ang remediation? Bilang
ng mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo ang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
nakatulong ng lubos? Paano ito __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking naranasan na Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
nasolusyunan sa tulong ng aking __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
punungguro at superbisor? kagamitang panturo. kagamitang panturo. panturo. panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga
bata. bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga bata
bata __Kakulangan sa Kahandaan ng mga lalo na sa pagbabasa. lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
__Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng
__Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya
makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan

G. Anong kagamitan ang aking nadibuho na __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
nais kong ibahagi sa mga kapwa ko guro? presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
__Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
__Instraksyunal na material

School CUTUD ELEMENTARY SCHOOL Grade Level Four

Teacher MICHELLE R. POBLETE Learning Area FILIPINO
 GRADE 4 Teaching Date November 27 – December 01, 2017 Quarter Third Quarter
Time Checked by:
Daily Lesson Log
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
I. lAYUNIN PAGBASA PAGBASA PAGSULAT PAKIKINIG
A. Pamantayang Pangnilalaman Naisasagawa ang mapanuring Naisasagawa ang mapanuring Napapaunlad ang kasanayan sa Naipamamalas ang kakayahan sa
pagbasa sa iba’t ibang uri ng pagbasa sa iba’t ibang uri ng teksto pagsulat ng iba’t – ibang sulatin Bonifacio Day Mapanuring pakikinig at pagunawa
teksto at napapalawak ang at napapalawak ang talasalitaan sa napakinggan
talasalitaan
B. Pamantayan sa Pagganap Nakabubuo ng timeline batay sa Nakabubuo ng timeline batay sa Nakasusulat ng sariling kwento o tula Nakasusunod sa napakinggang
binsang talambuhay, kasaysayan binsang talambuhay, kasaysayan hakbang
C. Mga Kasanayan sa Pagkatuto F4PB-IIId-20 F4PU-IIId-2.5 F4PN-IIIa-e-1.1
Nagmumungkahi ng iba pang F4EP-IIId-e-11 Nakasusulat ng sariling kuwento Nasusunod ang napakinggang
( Isulat ang code sa bawat maaaring mangyari sa isang Nakakukuha ng impormasyon sa panuto o hakbang ng isang gawain
kasanayan) kuwento gamit ang dating pamamagitan ng pahapyaw na
karanasan o kaalaman pagbasa
Aralin 12 : Ganda at Yaman ng Aralin 12 : Ganda at Yaman ng Aralin 12 : Ganda at Yaman ng Aralin 12 : Ganda at Yaman ng
III. NILALAMAN Pilipinas Pilipinas Pilipinas Pilipinas
( Subject Matter)
Paksang Aralin: Pagsagot sa Paksang Aralin: Pagtatala ng Paksang Aralin: Pagsulat ng Kwento Paksang Aralin: Pagsunod sa Panuto
tanong batay sa binasang teksto Mahahalagang Impormasyon
Pagbibigay ng Wakas sa Kwento
II. KAGAMITANG PANTURO
C. Sanggunian
3. Mga pahina sa Gabay sa 198-199 200-201 201 202
Pagtuturo
4. Mga pahina sa Kagamitang Pang 113-120 113-120 113-120 113-120
Mag-Aaral
5. Mga pahina sa Teksbuk
6. Karagdagang kagamitan mula sa
LRDMS
5. Iba pang Kagamitang Panturo Tsart , aklat , larawan , laptop, Tsart, aklat, larawan, Tsart, aklat, larawan, laptop Tsart, aklat, larawan, art materials
mapa, art materials
III. PAMAMARAAN
A. Balik –Aral sa nakaraang Paghawan ng Balakid Pagbabaybay Balikan Pagbabaybay
Aralin o pasimula sa bagong Ipakita ang mapa ng Pilipinas. Pagtuturo ng salita Itanong: Muling pagtuturo ng mga salita
aralin Ipaturo rito ang Cebu. Ipakuha sa mga mag-aaral ang Ano-ano ang natatandaan mo tungkol Ipagamit sa mag-aaral sa sariling
Itanong: diksiyonaryo. sa kuwento ni Mariang Sinukuan? pangungusap ang mga salitang
( Drill/Review/ Unlocking of
Ano-ano ang alam mo tungkol sa Ipakompleto sa mga mag-aaral ang nililinang sa linggong ito.
difficulties) lugar na ito? hinihingi ng talahanayan na ito. ?
Ipagawa ang Tuklasin Mo B, KM, Itanong:
p. 114. Pasagutan lamang ang Ano ang ipinagawa ko sa inyo
hanay para sa dating kaalaman. kahapon?
Tumawag ng ilang mag-aaral Salit Kasingkahu Kasalung
upang magbahagi ng kanilang a lugan at
sagot.
 Pag-usapan ang mga ibinahagi.

Balikan
Ipakuha ang flyer na ginawa nang
nagdaang araw.
b. Paghahabi sa layunin ng aralin Pagganyak Tumawag ng ilang mag-aaral upang Magpakita ng larawan sa mga bata. Hayaang magkwento ang ilang mag
(Motivation) Itanong: ipakita ang ginawa sa klase. Hayaang lumikha sila ng sarili nilang – aaral ng kanilang ginawa.
Anong lugar sa inyo ang dinarayo Pag-usapan ang mga nakitang flyer. kwento mula sa larawan.
ng mga tao? Magbigay ng panuto na susundin ng
Bakit ito dinarayo? mga mag – aaral.
c. Pag- uugnay ng mga Pangganyak na Tanong Gawin Natin Gawin Natin Gawin Natin
halimbawa sa bagong aralin Bakit dinarayo ang Taoist Sabihin sa mga mag-aaral: Itanong: Gamitin ang mga tanong na
( Presentation) Temple? Habang muling binabasa ang talata Ano-ano ang dapat tandaan sa mababasa sa Pagyamanin Natin
natin, subukang itala sa iyong pagsulat ng isang kuwento? Gawin Mo, KM, p. 119 upang
kuwaderno ang mahahalagang maisaayos ang talatang isinulat.
impormasyon na makukuha rito.
Ipabasang muli ang Basahin Mo, Paglalahad ng pagsusulit.
KM, p. 114.
d. Pagtatalakay ng bagong konsepto Gawin Natin Matapos ang nakalaang oras, Pangkatin ang klase. Kumuha ng kapareha ang bawat
at paglalahad ng bagong kasanayan Ipabasa ang Basahin Mo, KM, p. tumawag ng ilang mag-aaral upang Pagawin ang bawat pangkat ng mga mag-aaral upang ipasuri ang
No I (Modeling) 114. ibahagi ang kanilang natapos na tanong na dapat nilang sagutin sa kanilang natapos na kuwento.
Itanong: gawain. paggawa ng isang kuwento. Itanong:
Tungkol saan ang binasang Itanong:
teksto? Ano-anong simbolo ang ginamit mo Ano-ano ang dapat tandaan sa
Paano inilarawan ang Cebu? upang makapagtala ng mga pagsulat ng isang kuwento?
Bakit inihalintulad ito sa Beverly impormasyon mula sa binasa?
Hills? Ano ang ibig sabihin nito?
Ano-ano ang ginagawa sa Taoist Anong daglat na salita ang isinulat
Temple? mo?
Bakit nagpupunta ang mga tao Ano ang ibig sabihin nito?
rito? Paano isinagawa ang mapa ng
Ano sa palagay mo ang konsepto?
mangyayari sa mga taong Paano mo magagamit ang
nagpunta rito? balangkas sa pagkuha ng mga tala
Ano-ano ang bagong kaalaman sa binasa?
na natutuhan mo buhat sa
teksto?
Ipabasa sa mga mag-aaral ang
sagot nila sa hanay na bagong
kaalaman.
e. Pagtatalakay ng bagong konsepto Gawin Ninyo Gawin Ninyo Matapos ang inilaang oras, tawagin Gawin Mo
at paglalahad ng bagong kasanayan Pangkatin ang klase. Pangkatin ang klase. ang bawat pangkat upang magbahagi Ipasulat muli ang talatang binigyang
No. 2. Ipagawa sa bawat pangkat ang ng kanilang natapos na gawain. puna gamit ang tseklist.
( Guided Practice) sumusunod na gawain upang Ipabasa ang mga talata na nasa
mahikayat ang ibang tao na Gawin Ninyo A,
mamasyal sa Cebu. KM, p. 115-117. Ipatala sa bawat
Pangkat I – patalastas pangkat ang mahahalagang
 Pangkat II – rap impormasyon mula rito.
Pangkat III –awit
Pangkat IV - islogan

Matapos ang inilaang oras,

tawagin ang bawat pangkat
upang ipakita ang kanilang
proyekto.
Bigyang halaga ang ginawa ng
bawat pangkat.
f.Paglilinang sa Kabihasan Gawin Mo Ipaulat sa bawat pangkat ang Pag-usapan ang mga ibinigay na Gumawa ng poster tungkol sa
(Tungo sa Formative Assessment ) Pagawain ang mga mag-aaral ng natapos na gawain. Bigyan ang tanong. Ganda at Yaman ng Pilipinas.
( Independent Practice ) flyer tungkol sa kagandahan ng bawat pangkat ng gagamiting Itanong:
pamayanang kinabibilangan paraan sa pagtatala ng Ano-ano ang elemento ng isang .
impormasyon. kuwento?
Pangkat I – mapa ng konsepto Ano ang dapat tandaan sa
Pangkat II – balangkas pagsulat ng banghay ng isang
Pangkat III – simbolo at dinaglat na kwento?
salita
Gawin Mo
Pumili ng isang teksto mula sa KM.
Basahin ito at itala ang
mahahalagang impormasyon mula
rito.
Itanong: Pagsasapuso Itanong: Paano mong maisasabuhay ang
g. Paglalapat ng aralin sa pang araw Itanong: Itanong: Paano mo pahahalagahan ang natutuhan mong aral sa pagsunod
araw na buhay Paano mo maipagmamalaki ang Tama bang mangopya ng tala ng pagsulat ng isang kwento? sa panuto?
( Application/Valuing) kagandahan ng sariling iba? Magbigay ng halimbawa.
pamayanan? Ipaliwanag ang sagot. ?
h. Paglalahat ng Aralin Ano ang mga dapat tandaan sa Ano ang mga paraan ng pagtatala Ano-ano ang dapat tandaan sa Ano ang kahalagahan ng pagsunod
( Generalization) pagsagot sa mga katanungan ng ng pagsulat ng isang kwento? sa panuto?
isang binasang kwento? impormasyon mula sa binasa?

Paano ka makakapagbigay ng
posibleng wakas ng isang
pangayayari?
i. Pagtataya ng Aralin Mamarkahan ang ginawa ng Mamarkahan ang ginawa ng bawat Gawin Mo
bawat pangkat sa pamamagitan pangkat sa pamamagitan ng rubriks. Ipagawa ang Isulat Mo, KM, p. 120. Mamarkahan ang ginawa ng bawat
ng rubriks. pangkat sa pamamagitan ng rubriks.
j. Karagdagang gawain para sa takdang Iguhit sa kwaderno ang bahagi ng Gawaing Pantahanan
aralin( Assignment) kwentong inyong nagustuhan. Gumupit ng mga larawan na
nagpapahalaga ng ganda at yaman
ng Pilipinas. Gumawa ng
collage mula rito. Lagyan ng caption

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80% GS- GS- GS- GS- GS-
sa pagtataya.
JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
B. Bilang ng mga-aaral na nangangailangan GS- GS- GS- GS- GS-
ng iba pang gawain para sa remediation
JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
C. Nakatulong ba ang remediation? Bilang GS- GS- GS- GS- GS-
ng mag-aaral na nakaunawa sa aralin.
JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
D. Bilang ng mga mag-aaral na GS- GS- GS- GS- GS-
magpapatuloy sa remediation
JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
E. Alin sa mga istratehiyang pagtuturo ang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
nakatulong ng lubos? Paano ito __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking naranasan na Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
nasolusyunan sa tulong ng aking __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
punungguro at superbisor? kagamitang panturo. kagamitang panturo. panturo. panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga
bata. bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga bata
bata __Kakulangan sa Kahandaan ng mga lalo na sa pagbabasa. lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
__Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng
__Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya
makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan

G. Anong kagamitan ang aking nadibuho na __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
nais kong ibahagi sa mga kapwa ko guro? presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
__Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
__Instraksyunal na material
 School CUTUD ELEMENTARY SCHOOL Grade Four
GRADE 4 Teacher KATHRINA A. AYSON Learning Area Science
Week/Teaching Date November 27 – December 01, 2017 Quarter Third Quarter
Daily Lesson Log
Time Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
I. OBJECTIVES Demonstrate understanding of how heat and sound travel using various objects.
A. Content Standards

B. Performance Standards Demonstrate conceptual understanding of properties/characteristics of light, heat and sound.

C. Learning Competencies/ 1. Define what vibration is. 1. Infer that sound travels Through 1. Show through various activities that 1. Describe how sound travels
Objectives 1. Describe how sound travels different media. sound has the ability to travel through through different media.S4FE-IIIf-g-
( Write the LCcode for each) through different media.S4FE-IIIf- 2. Describe how sound travels solids, liquids and gases. Bonifacio Day 4
g-4 through different media. 2. Describe how sound travels 2. Explain that sounds travels
3. Appreciate the importance of S4FE-IIIf-g-4 through different media.S4FE-IIIf-g-4 fastest on solids, then liquid and
sound in our daily activities. 3. Appreciate the importance of 3. Realize that sound plays a vital role slowest on gas.
sound. in our daily lives. 3. Show importance of sound
through composing a song.

How Sound Travels in Different How Sound Travels in Different How Sound Travels in How Sound Travels in Different
II. CONTENT Materials Materials Different Materials Materials
( Subject Matter)

III. LEARNING RESOURCES

D. References
7. Teacher’s Guide pages pp. 233-241
pp. 233-241 pp. 233-241 pp.233-241
8. Learner’s Material pages
pp. 186--193 pp. 186-193 pp. 194-195 pp.196-206
9. Textbook pages

10. Additional Materials from Multimedia presentation, a ball, Multimedia presentation, Multimedia presentation, flashcards, Multimedia presentation,
Learning Resource LR portal transparent plastic ruler, table, a flashcards, jumping rope, cd copy of Activity sheet flashcards, Activity sheet
basin filled with water, Activity a lively music, Activity sheet
sheet

E. Other Learning Resources LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,

IV. PROCEDURE
 A. Reviewing previous Lesson or Energizer Energizer Energizer Energizer
presenting new lesson Checking of assignment Checking of assignment Checking of assignment Checking of assignment
Game: “ Pass the Ball Game” Recall of concepts learned from the Game: “Fact or Bluff” Review: How does sound travels in
After the game, present to each previous activities. Ask: We seldom communicate through different materials?
group the time they started and Let the pupils do the “jumping liquids or solids. We do so through the Ask: In the activities we did in our
the time they finished. rope” activity see LM p198. air. But do you know which of the previous lesson we learned that
Ask: Whose group finished first? Ask: How do you describe the three medium can carry sound the sound travels differently in different
Whose group consumed longer motion of the rope when a slow fastest? types of materials.
time to finish passing the ball? music was play? When a fast music
Brainstorm with the responses. played? Are waves still produced
when the roped stopped moving?

B. Establishing a purpose for the If sound travels, where would it Ask: How does sound travel in Ask: How does sound travels in solid? Ask: How does sound travel in solid,
lesson travel better- in solids, liquids, or different materials? Liquid? Gas? liquid and gas? Is sound important?
gases?

C. Presenting examples/ instances The following activity will answer We will find out whose answers are How does sound travel in different Ask them to answer the questions
of the new lesson. this question correct in our succeeding activities. materials/medium? through composing a song; they can
Today’s activities will help us use the improvised musical
understand how sound travels in instrument as an accompaniment.
different media.
D. Discussing new concepts and 1. Setting of Standards. 1. Setting of Standards. 1. Setting of Standards. 1. Setting of Standards.
practicing new skills.#1 2. Group Activities 2. Group Activities 2. Group Activities 2. Group Activities
(Differentiated Activities) (Differentiated Activities) (Differentiated Activities) (Song composition)

E. Discussing new concepts and 1. Group Reporting. 1. Group Reporting. 1. Group Reporting. 1. Group presentation.
practicing new skills #2. 2. Comparing the results of 2. Comparing the results of 2. Comparing the results of activities. 2. Comparing the results of
activities. activities. activities.
F. Developing Mastery 1.The teacher further explains 1.The teacher further explains and 1.The teacher further explains and 1.The teacher further explains and
(Lead to Formative Assessment 3) and discuss the background discuss the background information discuss the background information discuss the background information
information through inquiry through inquiry approach through inquiry approach through inquiry approach
approach 2. Have the pupils master the 2. Have the pupils master the 2. Have the pupils master the
2. Have the pupils master the concepts. concepts. concepts.
concepts.
G. Finding practical application of We hear sounds wherever we How does the type of media affect Two of your friends made a sound. Let the pupils do the “tap-clap”
concepts and skills in daily are. Whether we are out in the the sound? One strongly tapped the table while game as a closure activity.
living open air or swimming under the other clapped his hands in the air.
water, we can hear sounds. How Which sound would you hear first?
does sound reach us?

H. Making Generalizations and What have you learned? What have you learned? What have you learned? What have you learned?
Abstraction about the Lesson. What is vibration? How does sound travel in different How does sound travel in different How does sound travel in different
How does sound travel in media? material or media? materials?
different media?
I. Evaluating Learning A. 1-4. Write the letter of the Write TRUE if the statement is Encircle the letter of the correct A. 1-4. Write the letter of the
correct answer. correct and FALSE if it is not. answer. correct answer.
B. Answer the question briefly. B. Answer the question briefly.
J. Additional Activities for A.List 5 reasons why sound is Answer these: A. Draw conclusions: Astronauts in Answer these:
Application or Remediation important in our daily lives. A bird perching on a tree hears the outer space have to talk to each other In your classroom, noise is created
B. Bring the following tomorrow: chirping of another bird. A whale using a communication device even if because your classmates want to
jumping rope, cd of lively music hears the songlike sound made by they are facing each other. What could speak all at the same time. As a
another whale swimming near it. be the reason for this? pupil, how are you going to
Which sound travels faster, the B. Bring an improvised musical contribute to the lessening of this
birds’ chirping or the whales’ instrument tomorrow. often-occuring noise?
singing? Explain.
Bring the following tomorrow:
Large basin, 2 tin cans, pointed tip
scissors, 20 meters of heavy-duty
string
V.REMARKS

VI.REFLECTION

A. No. of learners who GS- GS- GS- GS- GS-

earned 80% in the JR- JR- JR- JR- JR-
evaluation
MA- MA- MA- MA- MA-
B. No. of learners who GS- GS- GS- GS- GS-
require additional JR- JR- JR- JR- JR-
activities for
MA- MA- MA- MA- MA-
remediation who
scored below 80%

C. Did the remedial GS- GS- GS- GS- GS-

lessons work? No. JR- JR- JR- JR- JR-
of learners who
MA- MA- MA- MA- MA-
have caught up
with the lesson

D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation require remediation require remediation require remediation require remediation
remediation

E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
did these work?
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
 ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
I encounter which __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
my principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
supervisor can help
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
did I use/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
share with other used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
teachers? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
 School CUTUD ELEMENTARY SCHOOL Grade Four
GRADE 4 Teacher JAYCEL M. TELMO Learning Area English
Week/Teaching Date November 27 – December 01, 2017 Quarter Third Quarter
Daily Lesson Log Time Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
LC- The learner demonstrates an V- The learner demonstrates an G – The learner demonstrates an SS – The learner demonstrates an
understanding of the elements of understanding that word meaning understanding of English grammar and understanding of library skills to
literary and informational texts can be derived from different usage in speaking and writing Bonifacio Day. research on a variety of topics
for comprehension sources WC – The learner demonstrates an
A. CONTENT STANDARDS OL – The learner demonstrates RC – The learner demonstrates an understanding of the importance of
an understanding of verbal cues understanding of text elements to using varied sources of information to
for clear expression of ideas comprehend various texts support writing.
A – The learner demonstrates an ORF –The learner demonstrates an
understanding of nonverbal cues understanding that English is stress-
to communicate with others timed language to achieve accuracy
and automaticity

LC – The learner recalls details, V – The learner uses different G – The learner uses the classes of SS – The learner uses library skills to
B. PERFORMANCE STANDARDS sequence of events, and shares sources to find word meaning words aptly oral or written discourse gather appropriate and relevant
ideas on texts listened to RC – The learner uses knowledge of WC – The learner uses a variety of information
OL – The learner actively creates text types to correctly distinguish strategies to write informational and
and participates in oral theme- literary from informational texts literary compositions
based activities ORF – The learner reads aloud text
A - The learner uses paralanguage with accuracy, automaticity, and
and nonverbal cues to respond prosody
appropriately
C. Learning Competencies/ Objectives. LC – Identify elements of V – Identify multiple meaning of G – Identify and use the correct order SS – Use graphic organizers to
Write the LC Code for each informational text (feature story) words of adjectives in a series in sentences organize information obtained from
EN4LC-IIId-27 EN4V-IIID-37 EN4G-IIId-15 various sources in preparation for
OL – Use appropriate expression RC- Identify various text types WC – Write/compose clear and reporting, etc.
to talk about issues/current according to structure (description) coherent sentences using the correct EN4SS-IIId-12
events EN4RC-IIIc-36 order of adjectives
EN4OL-IIId-16 ORF – Read grade-level texts with EN4WC-IIId-12
A – Show interest in reading a appropriate speed, accuracy, and
feature story expression
EN4A-IIId-30 EN4F-IIId-15
II.CONTENT
III.LEARNING RESOURCES Chart, Pictures, PPTx, foldables, Flashcards, Chart, paper strips, Pictures, chart, flashcards, PPTx, Chart, PPTx, foldables, pictures
stories PPTx, dictionary stories, foldables
A. References
1.Teacher’s Guide pages TG pp TG pp. 228 - 229 TG pp. 242-244 TG pp.
2.Learner’s Materials pages LM pp. LM pp. 242 LM pp. 255-257 LM pp.
3.Textbook pages
4.Additional Resources from Learning
Resources (LR) Portal

Modern Teachers 2012 Skill Builders for Efficient Reading 4

B. Other Learning Resources November issue tx. Pp. 139-143
IV.PROCEDURES
A. Review previous lesson or Have you read a newspaper or Tell: Words may have multiple Let the pupils recite the poem Show different pictures to pupils.
presenting the new lesson. any school paper? meanings. The meaning attached to My Family Let the pupils use a series of
What are the parts of the the word will depend on how this This is mother, kind and dear, adjectives in describing those
newspaper that you have read? word is used in meaningful context. This is father standing near pictures.
The pupils will identify the parts Let the pupils study the following. This is brother, see how tall,
of the newspaper or the school Able – a. having enough power or This is sister not so tall,
paper. skill This is baby, sweet and small.
There is a specific section about b. skillful; talented Say: Who are the members of the
opinions. What do you call that ______Jose is an able pupil family?What can you say about
part? ______Are you able to swim. mother? Father? Brother? Sister?
Let the pupils know about that Baby?
part which is the feature page. How do you show tour love to your
family?
B. Establishing the purpose to the Show a newspaper or school Explain the meaning of the two Get anything from your bag or in the Let the teacher show an example of
lesson. paper to pupils. Browse the words. room and describe the object. Use a graphic organizer. Describe it.
feature page which has the Show again examples. several adjectives. Describe its Where do we use the graphic
feature articles. Cabin – a. a small house number, or quantity, kind or quality, organizer?
b. a room on a ship color.
c. the place where Pencil
passengers are seated in an airplane How many? Two
______The captain’s cabin in the What kind? Long
steamer is big. What color? Yellow
______the boys built a cabin in the Two long yellow pencils
woods. That is the series of adjectives.

C. Presenting examples/ instances of Informational text are literary Explain about the multiple meaning Do pick and tell Let the pupils know this: Graphic
the new lesson nonfiction, personal essays, of words. Pick out a picture from the box. organizers are charts or visuals
opinion pieces, speeches, etc. Wrong – a.not correct, inaccurate Describe the number, the kind, or which are used to represent what
Tell: Today our informational text b. something that is unjust or bad quality of the objects in the picture. we think of. They can help us
will be about feature articles.. c. to do a wrong to; to treat unjustly Let the teacher show different understand what we read. In
What are the parts of a feature? d. out of order pictures then the pupils will make sequencing events, we use
( introduction, body, conclusion) ____This clock shows the wrong sentences out of the picture shown organizers like the storyboards,
Let the pupils listen to the time. Use the correct series flowcharts, story train, chain of
feature article the teacher will ____Something is wrong with this Number, kind, color events chart and sequence charts
read TEXTING:ITS lock.
CONSEQUENCES TO LEARNERS’ ____He apologized for the wrong he
SPELLING ABILITY did to her.
 ( see attached sheet )
D. Discussing new concepts and Ask questions about the feature Discussion about the multiple Let the pupils do the activity on Try Let the pupils read the selection.
practicing new skills # 1 article listened to. meaning of words. and learn exercise I LM pp. 256 Mother has some hens.
1.What is the tile of the feature Fit – a. well-suited; proper; right Sometimes she gives them corn to
article? b. to be right in shape or size eat. Sometimes she gives them
2.How did the writer begin his c.in good health palay. Baby likes to see them pick
article? ____He is fit again after his long up the palay. When she is bigger,
3.What are the facts included in illness. she will feed the hens.
the feature article heard? ____These shoes fit very well. One day, Mother was working
4.What kind of feature article is in the yard. She was cleaning the
it? yard with a broom. Mother heard
the hens in the garden. They were
hungry. Mother said, “I did not feed
my hens. I did not give them their
palay.” Then, she went into the
house, She came out with a basket.
The hens had palay to eat and they
were happy.

E. Discussing new concepts and Guided Practice Guided Practice Guided Practice Guided Practice
practicing new skills # 2 Let the pupils listen to the article By group do the ff: Do Exercise 2 on LM pp. 256 Let the pupils answer LM p. 53 Story
the teacher will read ROAD Group I –reach C
SAFETY AMONG CHILDREN (see a. To arrive at THE BUNDLE OF STICKS
attached sheet) Use chain
1.What is the title of the feature b. To get in touch with
article?
2.How did the writer begin his c. To go as far as
feature article? d. To extent or distance
3.Read the body of the feature
article. a person or thing can stretch
4. What is the feature all about? e. To stretch out or extend
5.How did the writer end his
article? ____The sound of music reached
my ears
_____The kichen was out of the
baby”s reach.
_____Can you reach to that top
shelf?

F. Developing Mastery (Leads to Independent Practice Independent Practice Independent Practice Independent Practice
Formative Assessment 3) Let the pupils listen again to Each pupil will answer this. Let the pupils do Do and Learn on LM
another feature article. Power- a.strength;force pp. 257 letter A
EDUCATION:KEY TO BETTER LIFE b. the ability to do or act
(see attached sheet) c. a person, group, or thing having
Let the teacher ask questions great strength, influence
about the feature article. d. authority; control
e. physical force or energy used to
 Use the graphic organizer for the do work
Paragraph or article the teacher _____The new dam produces
Will show on chart electric power.
_____The president has the power
to grant pardons.
_____The United States and Russia
are great powers.

G. Finding practical applications of In our everyday life, there are The dictionary helps you learn three We can use adjectives in describing We can use graphic organizers in
concepts and skills in daily living many stories that we can write. important facts about words: how persons that we meet, places that we doing our presentations in
to spell it, how to pronounce it and have been to, and things that we use. seminars, meetings, reporting in
what it means. school.
H. Making generalizations and Feature articles are windows into Words have multiple meanings. Adjectives are words that describe Graphic organizers are charts or
abstractions about the lesson the human experience, giving nouns or pronouns. They tell about visuals which are used to represent
more detail and description than the kind, color, or number of a noun what we think of. They can help us
a hard news story, which typically or pronoun. understand what we read. In
relies on the style of writing. Adjectives tell about the number, kind. sequencing events, we use
Features focus on an event or Color of a person, animal, or thing. organizers like the storyboards,
individual, giving the reader a When several adjectives are used in flowcharts, story train, chain of
chance to more fully understand one sentence, the order of adjectives events chart and sequence charts
some interesting dimension of is as follows: a number, kind or
that subject. Writing a feature quality, and color.
article can be a highly creative
and fun activity, but it does take
hard work and planning to write
an effective and engaging article.
I. Evaluating learning Directions: Listen to the feature Directions: Choose the correct letter Directions: Underline the correct Directions: Arrange the following
article the teacher will read. of the best answer. answer. events using a graphic organizer.
CHRISTMAS: A NATIONAL FIESTA Public- a. of or having to do with Let the pupils do letter B on LM p. 257 With a wild cry, Princess Mitzi leapt
(see attached sheet ) people as a whole and Write about it on Lm p. 257 into the fire.
1.What is the title of the feature b. for the use of all the people A circle of leaping flames appeared
article? c. generally known in the center of the stage.
2.Which country has the longest d. having to do with the activities of The lights went out and the
time for celebrating Christmas? people in the government audience cheered and stamped
3.During Christmas season, how ______Rizal Park is a public park. their feet.
did the Filipino celebrate it? ______The news was made public The audience could see the frenzied
4.How did the writer end up his at once. dance of death through the
feature article? _____Officials are elected to hold encircling walls of flame.
public office.
Remain- a. to stay;continue in a
place;stay after others are gone
 b. to continue or keep on
______The weather remained
warm.
______A few leaves remain on the
tree.

V.REMARKS

VI.REFLECTION

H. No. of learners who GS- GS- GS- GS- GS-

earned 80% in the JR- JR- JR- JR- JR-
evaluation
MA- MA- MA- MA- MA-
I. No. of learners who GS- GS- GS- GS- GS-
require additional JR- JR- JR- JR- JR-
activities for
MA- MA- MA- MA- MA-
remediation who
scored below 80%

J. Did the remedial GS- GS- GS- GS- GS-

lessons work? No. JR- JR- JR- JR- JR-
of learners who
MA- MA- MA- MA- MA-
have caught up
with the lesson

K. No. of learners who GS- GS- GS- GS- GS-

continue to require JR- JR- JR- JR- JR-
remediation
MA- MA- MA- MA- MA-
L. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
did these work?
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
M. What difficulties did __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
I encounter which __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
my principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
supervisor can help
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
N. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
did I use/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
share with other used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
teachers? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
 School CUTUD ELEMENTARY SCHOOL Grade Level Four
GRADE 4 Teacher MICHELLE R. POBLETE Learning Area ESP
Daily Lesson Log Teaching Date November 27 – December 01, 2017 Quarter Third Quarter
Time Checked by:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
I. LAYUNIN Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa pagmamahal sa bansa sa pamamagitan ng pagpapahalaga sa kultura
B. Pamantayan sa pagganap Naisasabuhay ang mga gawaing nagpapakita ng pagpapahalaga sa kultura
C. Mga Kasanayan sa Pagkatuto
Naipagmamalaki/napahahalagahan ang nasuring kultura ng iba’t ibang pangkat etniko tulad ng kwentong bayan, katutubong sayaw, awit,laro at iba pa
Isulat ang code ng bawat
EsP4PPP-IIIc-d-20
kasanayan
II. NILALAMAN Aralin 4: Kultura ng mga Pangkat Etniko, Mahalagang Malaman
III. KAGAMITANG PANTURO
A. Sanggunian Alamin Natin Isagawa Natin Isapuso Natin Bonifacio Day Subukin Natin
1. Mga Pahina sa Gabay ng Guro TG pp. 126-128 TG pp. 122-123 TG pp. 123-124 TG pp. 134-135
2. Mga Pahina sa Kagamitang ng
Mag-aaral LM pp. 207-210 LM pp. 211-212 LM pp. 200-202 LM pp. 216-218
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang Kagamitang Panturo Repolyong yari sa binilog na papel, music player, masiglang tugtugin, larawan
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o Paano kayo makatutulong sa mga Paano naipakita ng mga bata sa Bilang isang mag-aaral na may Ano ang kultura?
pagsisimula ng bagong aralin katutubo nating kababayan? kwento ang kultura ng mga T’boli? nakagisnang pangkat etniko, paano
mo pinahahalagahan o
ipinagmamalaki ang nakagisnang
kultura?
B. Paghahabi sa layunin ng aralin Naranasan na ba ninyo ang Anu-ano pa ang mga pangkat Mayroon na ba kayong nabalitaan o Ipahanda sa mga mag-aaral ang
magbakasyon sa probinsya? etnikong kilala mo? nakita mismo na taong ikinahihiya ang papel na sagutan at ipasagot ang
Saang probinsya naman kayo sarili niyang pangkat etniko? Subukin Natin, pp. 216-218
nagbakasyon?
C. Pag-uugnay ng mga halimbawa sa Hayaang makapaglahad ang mga Anu-anong kulturang T’boli ang Ipagawa sa mga mag-aaral ang Isapuso
bagong aralin mag-aaral ng kanilang karanasan nabanggit sa kwento sa kanilang Natin.
sa bahaging ito. katutubong kasuotan, sayaw, awit,
Alam ba ninyo kung nasaan ang instrumenting pangmusika at iba
South Cotabato? pa?

D. Pagtatalakay ng bagong konsepto at Basahin ang kwentong Ipagawa ang Gawain 1, pp. 211-212 Gabayan ang mag-aaral sa gawain.
paglalahad ng bagong kasanayan #1 “Maipagmamalaking T’boli si
Tatay!”
LM, pp. 207-209
E. Pagtalakay ng bagong konsepto at Ipagawa ang gawaing MagLAR- Talakayin ang sagot ng mag-aaral. Talakayin ang ginawa ng mga mag-
paglalahad ng bagong kasanayan #2 NUNGAN Tayo: Cabbage Roll. aaral.
F. Paglinang sa Kabihasnan (Tungo sa Paano naipakita ng mga bata sa Isagawa ang Gawain 2, pangkatang Ano ang natutuhan ninyo sa inyong
Formative Assessment) kwento ang kultura ng mga gawain. ginawa?
T’boli? LM, ph. 212
G. Paglalapat ng aralin sa pang-araw- Bilang isang mag-aaral, paano mo Iproseso ang sagot ng mga mag- Paano mo maipapakita ang
araw na buhay pahahalagahan ang kinalakihan aaral. Tanungin sila kung ano ang pagmamahal sa sariling kultura?
mong kultura? napansin nila sa pagkakalahad ng
bugtong. Ipasuri rin ang salawikain.

H. Paglalahat ng Aralin Bakit kaya mahalagang malaman Paano mo maipagmamalaki at Bigyang-diin ang Tandaan Natin.
mo ang iba’t ibang kultura ng pahahalagahan ang pangkat Ipabasa ito sa mga mag-aaral na may
mga pangkat etniko ng ating etnikong kinabibilangan mo? pang-unawa.
bansa? LM, pp. 214-215
I. Pagtataya ng Aralin Gawin ang Subukin Natin sa LM p.
191-193

Pagkatapos masagutan ng mag-

aaral ang Subukin Natin, muli itong
iproseso, mahalaga na maipakita
ang kanilang pagninilay sa kanilang
mga sagot.
J. Karagdagang Gawain para sa
takdang aralin at remediation
V. MGA TALA

VI. PAGNINILAY

A. Bilang ng mag-aaral na nakakuha ng 80%

sa pagtataya.

B. Bilang ng mga-aaral na nangangailangan

ng iba pang gawain para sa remediation

C. Nakatulong ba ang remediation? Bilang

ng mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation

E. Alin sa mga istratehiyang pagtuturo ang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
nakatulong ng lubos? Paano ito __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking naranasan na Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
nasolusyunan sa tulong ng aking __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
punungguro at superbisor? kagamitang panturo. kagamitang panturo. panturo. panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga
bata. bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga bata
bata __Kakulangan sa Kahandaan ng mga lalo na sa pagbabasa. lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
__Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng
__Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya
makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan

G. Anong kagamitan ang aking nadibuho na __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
nais kong ibahagi sa mga kapwa ko guro? presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
__Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
__Instraksyunal na material
 Paaralan CUTUD ELEMENTARY SCHOOL Antas Four
GRADE 4 Guro MICHELLE R. POBLETE Asignatura EPP / I.A
Petsa November 27 – December 01, 2017 Quarter Third Quarter
Daily Lesson Log
Oras Binigyang pansin ni :

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4
November 27, 2017 November 28, 2017 November 29, 2017 November 30, 2017 December 01, 2017
I. LAYUNIN:
Naipamamalas ang pang-unawa sa batayang kaalaman at kasanayan sa pagbuo ng kapaki-pakinabang na gawaing pang-industriya at ang maitutulong nito sa pag-unlad ng isang pamayanan
A. Pamantayang Pangnilalaman

Naisasagawa nang may kasanayan at pagpapahalaga ang mga batayang gawaing sining pang-industriya na makapagpapa-unlad sa kabuhayan ng sariling pamayanan
B. Pamantayan sa Pagganap
2.2 naisasagawa ang wastong 2.2 naisasagawa ang wastong 2.2 naisasagawa ang wastong 2.2 naisasagawa ang wastong
pamamaraan ng basic sketching, pamamaraan ng basic sketching, pamamaraan ng basic sketching, pamamaraan ng basic sketching,
shading at outlining shading at outlining shading at outlining Bonifacio Day shading at outlining
C. Mga Kasanayan sa Pagkatuto 2.2.1 natutukoy ang pamamaraan 2.2.2 naiisa-isa ang mga kagamitan 2.2 naisasagawa ang wastong 2.2 naisasagawa ang wastong
(Isulat ang code ng bawat kasanayan) ng basic sketching, shading at sa basic sketching, pamamaraan ng basic sketching, pamamaraan ng basic sketching,
outlining. shading,outlining. shading at outlining shading at outlining
EPP4IA-0d-4 EPP4IA-0d-4 EPP4IA-0d-4 EPP4IA-0d-4

2. Basic sketching, Basic shading 2. Basic sketching, Basic shading and 2. Basic sketching, Basic shading and 2. Basic sketching, Basic shading and
II. NILALAMAN
and Outlining techniques Outlining techniques Outlining techniques Outlining techniques

III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga pahina sa Gabay ng Guro 224-226 230-231 224-226 224-226
2. Mga Pahina sa Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan musa sa
portal ng Learning Resource
https://www.youtube.com/ https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch?
B. Iba pang kagamitang panturo
watch?v=OezMavBqWXc v=vMr6eimcolc v=ewMksAbgdBI v=5Zc1xVS_X7Q
IV. PAMAMARAAN
Paghahanda sa panonood ng Paghahanda sa panonood ng videos Paghahanda sa panonood ng videos Paghahanda sa panonood ng videos
A. Balik-Aral sa nakaraang aralin at/o video mula sa Youtube. mula sa Youtube. mula sa Youtube. mula sa Youtube.
pagsisimula ng bagong aralin.

https://www.youtube.com/ https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch?

B. Paghahabi sa layunin ng aralin. watch?v=OezMavBqWXc v=vMr6eimcolc v=ewMksAbgdBI v=5Zc1xVS_X7Q
C. Pag-uugnay ng mga halimbaawa sa
bagong aralin.
Pagtalakayan ang mga teknik na Pagtalakayan ang mga kagamitang Pagtalakayan ang mga teknik na Pagtalakayan ang mga teknik na
napanood. ginamit sa napanood. napanood. napanood.

D. Pagtalakay ng bagong konsepto at 1. Talakayin ang iba’t ibang

paglalahad ng bagong kasanayan #1 uri ng kagamitan sa pagguhit ng
krokis na nasa Linangin Natin
letrang A ng LM.

2. Bigyan ng pagkakataon na
makisali sa talakayan ang mga mag-
aaral. Tanggapin ang kanilang mga
sagot.
E. Pagtalakay ng bagong konsepto at
3. Isulat sa pisara ang
paglalahad ng bagong kasanayan #2
kanilang mga kasagutan. (Magbigay
ng gawain para lumawak pa ang
kanilang kaalaman).

F. Paglinang sa Kabihasaan
( Tungo sa Formative Assessment)
Pumili ng isang bagay sa mula sa Pumili ng isang bagay sa mula sa Pumili ng isang bagay sa mula sa loob Pumili ng isang bagay sa mula sa
G. Paglalapat ng aralin sa pang-araw- loob ng silid aralan.Isketch, I loob ng silid aralan.Isketch, I outline ng silid aralan.Isketch, I outline at loob ng silid aralan.Isketch, I outline
araw na buhay. outline at lagyan mo ito ng shade. at lagyan mo ito ng shade. lagyan mo ito ng shade. at lagyan mo ito ng shade.

Ano-ano ang mga pamamaraan Ano-ano ang mga kagamitan sa Pagpapakita ng mga natapos na Pagpapakita ng mga natapos na
H. Paglalahat ng Aralin ng basic sketching, shading at basic sketching, shading,outlining? output. output.
outlining?
Ano-ano ang mga pamamaraan Ano-ano ang mga kagamitan sa Rubrics sa pagsasagawa Rubrics sa pagsasagawa
ng basic sketching, shading at basic sketching, shading,outlining?
outlining?

I. Pagtataya ng Aralin

Magdala ng lapis at coupon bond Ihanda ang mga kagamitan

J. Karagdagang gawain para sa takdang- bukas. kakailanganin para sa sketching,
aralin at remediation
outlining at shading.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng GS- GS- GS- GS- GS-
80% sa pagtataya. JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
B. Bilang ng mga-aaral na GS- GS- GS- GS- GS-
nangangailangan ng iba pang gawain JR- JR- JR- JR- JR-
para sa remediation MA- MA- MA- MA- MA-
C. Nakatulong ba ang remediation? GS- GS- GS- GS- GS-
Bilang ng mag-aaral na nakaunawa sa JR- JR- JR- JR- JR-
aralin. MA- MA- MA- MA- MA-
D. Bilang ng mga mag-aaral na GS- GS- GS- GS- GS-
magpapatuloy sa remediation JR- JR- JR- JR- JR-
MA- MA- MA- MA- MA-
E. Alin sa mga istratehiyang pagtuturo Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
ang nakatulong ng lubos? Paano ito __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan na nasolusyunan sa tulong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong
ng aking punungguro at superbisor? kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng
mga bata. bata. bata. bata. mga bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga
bata bata __Kakulangan sa Kahandaan ng mga bata bata
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa __Kakulangan ng guro sa kaalaman makabagong teknolohiya __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman
kaalaman ng makabagong ng makabagong teknolohiya __Kamalayang makadayuhan ng makabagong teknolohiya ng makabagong teknolohiya
teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan

G. Anong kagamitan ang aking __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video __Pagpapanuod ng video
nadibuho na nais kong ibahagi sa mga presentation presentation __Paggamit ng Big Book presentation presentation
kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Ang “Suggestopedia” __Community Language Learning __Community Language Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Instraksyunal na material __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material